English · Year 7 · The Evolution of Language · Summer Term

Slang and Informal Language

Students investigate the origins and social functions of slang, jargon, and informal language.

• National Curriculum Attainment Targets
• KS3: English - Language Variation
• KS3: English - Language in Context

About This Topic

Slang and informal language form a dynamic part of English that students explore by tracing origins, such as how terms from music subcultures or social media spread within peer groups. In Year 7, they examine how slang signals belonging, like regional phrases in UK dialects or teen jargon that creates in-groups and out-groups. This ties to KS3 standards on language variation and context, helping students see language as alive and shaped by society.

Students analyze slang's social functions, from building identity in friendship circles to marking boundaries against outsiders. They evaluate when informal language fits, such as casual texts versus formal emails, fostering critical thinking about audience and purpose. These skills support writing and speaking across the curriculum, where adapting register boosts clarity and impact.

Active learning shines here because slang thrives on real-world use. When students collect and share examples from their lives or create group slang dictionaries, they experience emergence firsthand. Role-plays of contexts reveal appropriateness intuitively, making abstract ideas concrete and sparking lively discussions that mirror language's social reality.

Key Questions

1. Explain how slang terms emerge and gain popularity within specific social groups.
2. Analyze the role of slang in establishing group identity and social boundaries.
3. Evaluate the appropriateness of using informal language in different communication contexts.

Learning Objectives

• Analyze the origins of at least three distinct slang terms, tracing their initial usage and spread.
• Explain how specific slang or jargon terms function to create a sense of belonging within a particular social group.
• Evaluate the appropriateness of using informal language in three different communication scenarios, justifying choices based on audience and purpose.
• Compare the social functions of slang versus formal language in establishing group identity and social boundaries.

Before You Start

Introduction to Language and Communication

Why: Students need a basic understanding of language as a tool for communication before exploring variations like slang.

Understanding Audience and Purpose

Why: Evaluating the appropriateness of language requires prior knowledge of how audience and purpose influence communication choices.

Key Vocabulary

Slang	Very informal words and phrases, often used by specific groups of people, that are not considered appropriate for formal speech or writing.
Jargon	Special words or expressions used by a particular profession or group that are difficult for others to understand. It often serves to create an in-group.
Informal Language	Language that is conversational and casual, used in relaxed settings and often includes contractions, slang, and simpler sentence structures.
Register	The level of formality in language, which changes depending on the context, audience, and purpose of communication.
Social Group	A collection of people who interact with each other and share similar characteristics, interests, or identities.

Watch Out for These Misconceptions

Common Misconception

Slang is random nonsense with no real origins.

What to Teach Instead

Slang emerges from specific communities, like music or sports fans, and spreads via media. Collecting personal examples in groups helps students map patterns, shifting views from chaos to structured evolution.

Common Misconception

Slang means the same to everyone.

What to Teach Instead

Slang varies by region, age, and group, creating identities. Role-plays across contexts reveal mismatches, as peers laugh at outdated terms, building awareness through shared trial and error.

Common Misconception

Informal language is always wrong in school.

What to Teach Instead

Appropriateness depends on audience; slang fits creative writing but not reports. Debates let students test boundaries safely, clarifying rules via peer feedback.

Active Learning Ideas

Group Hunt: Slang Origins

Pairs brainstorm 10 slang terms they use, then research origins using dictionaries or online clips from UK sources like BBC youth slang archives. Groups compile findings into a shared class timeline showing spread from subcultures. Present one term's journey to the class.

45 min·Pairs

Role-Play: Context Switch

Small groups script and perform dialogues using slang in three contexts: mates chatting, job interview, school assembly. Switch roles to rewrite formally. Class votes on effectiveness and discusses why changes matter.

50 min·Small Groups

Workshop: Invent Slang

Individuals invent three slang terms for everyday objects, tied to a fictional group identity. Small groups vote on favourites, test in mock conversations, and track 'popularity' via class poll. Reflect on what makes slang catch on.

35 min·Small Groups

Formal Debate: Slang Boundaries

Whole class divides into teams to debate 'Slang strengthens or weakens group bonds?' Use evidence from personal examples and researched cases. Rotate speakers and tally persuasive points.

40 min·Whole Class

Real-World Connections

• Social media influencers and content creators often use or invent slang to connect with their target audiences, influencing trends on platforms like TikTok and Instagram.
• Professional sports teams develop unique jargon understood only by players and coaches, fostering team cohesion and strategic communication during games.
• Online gaming communities create extensive slang and abbreviations, allowing for rapid communication and a shared identity among players worldwide.

Assessment Ideas

Discussion Prompt

Present students with three scenarios: a text message to a friend, an email to a teacher, and a presentation to the class. Ask: 'Which scenario is most appropriate for using slang? Why? What kind of language would you use in each, and how does it signal your relationship with the audience?'

Quick Check

Provide students with a list of 5-7 words or phrases, including both formal words and slang terms. Ask them to classify each as 'Formal' or 'Informal/Slang' and then write one sentence explaining how using the informal term might affect their relationship with the person they are speaking to.

Exit Ticket

Ask students to write down one slang term they have heard or used recently. On the back, they should identify the social group associated with that term and explain one reason why that group might use it.

Frequently Asked Questions

How does slang establish group identity in Year 7?

Slang acts as a social code that signals membership, like UK teens using 'peng' for attractive. Students see this in activities tracing terms from TikTok to school chats, analysing how it includes friends but excludes others, linking to KS3 language variation.

What activities teach slang origins effectively?

Group hunts for terms from subcultures, using timelines to show spread, make origins visible. Pair research with clips builds evidence skills, while sharing sparks recognition of patterns in their own speech.

How can active learning help students understand the role of slang?

Active methods like role-plays and slang invention give direct experience of emergence and functions. Students test terms in contexts, debate impacts on identity, and reflect collaboratively, turning passive knowledge into personal insight that sticks.

When is informal language appropriate in communication?

It suits casual peers or creative tasks but shifts to standard for teachers or formal writing. Evaluation through scripts and performances helps students practise audience awareness, a key KS3 skill for varied contexts.